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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/64573


    Title: 探討幼兒的早期書寫表現及其影響因素;Investigating Children’s Early Character Writing Development and Its Influential Factors
    Authors: 張菀真;Chang,Wan-chen
    Contributors: 學習與教學研究所
    Keywords: 早期書寫;書寫概念;書寫表現;early character writing;written language knowledge;character writing performance
    Date: 2014-06-27
    Issue Date: 2014-08-11 18:43:21 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 過去在幼兒早期書寫的研究多立基於書寫萌發的角度,以收集幼兒在書寫發展過程的書寫作品,分析幼兒書寫表現與書寫形式,然而,這些研究多以個案研究的方式進行,且直接援引拼音系統的書寫階段理論進行印證,而非考量中文本身的表意文字系統的特色去分析並探討幼兒的書寫表現。因此,本研究奠基於表意文字系統的中文特性,探討在中文早期書寫研究中,幼兒的書寫表現以及影響的相關因素,有別於過去書寫相關研究聚焦於單一因素,進而回顧相關研究並同時考量可能會影響幼兒書寫表現的因素,包含年紀、視知覺能力、書寫準備度能力、家庭環境因素等,囊括影響幼兒書寫表現的相關因素以進行系統性的比較與分析。
    本研究的受試者為中班79位與大班79位幼兒,共計158名幼兒。研究工具包含量表測驗、書寫任務測驗及問卷,以中文簡單選字測驗、中文視知覺測驗、拜瑞布坦尼卡視覺-動作統整發展測驗、視覺記憶廣度測驗量測幼兒基本能力,並且以指定常見字書寫、自由書寫及仿寫等書寫任務結合訪談收集幼兒的書寫概念與書寫表現,輔以透過家長填寫學前兒童讀寫讀萌調查表,瞭解幼兒的家庭讀寫環境與讀寫萌發表現。
    研究結果發現1)雖然隨著幼兒的年紀增長,書寫概念越正確,但是相比於拼音系統與香港研究卻是本研究受試者的發展較慢,推測可能是各地進行書寫教育早晚的差異,而幼兒對於文字和繪畫兩種符號系統的表徵知識則是受到幼兒讀寫經驗所影響;2)年紀與視覺-動作統整能力的高低對於手寫字表現與書寫品質具有統計上的顯著差異,性別僅在書寫品質面向上具有統計上的顯著差異;3) 將所有的觀察變項透過探索性因素分析可以得到4個主要因素,包含認知能力、讀寫萌發能力、書寫準備度、家庭環境,接著透過階層回歸分析發現幼兒的認知能力對於手寫字表現的可解釋變異量最高,佔30.7%,而幼兒的書寫準備度對於書寫品質的可解釋變異量最高,佔25.2%。其中,認知能力在手寫字表現與書寫準備度在書寫品質的個別解釋效果,分別反應在手寫字表現上需要幼兒具有較佳的中文認字能力與中文視知覺能力,而在書寫品質上則需要仰賴幼兒的基本的視知覺、動作協調與視覺-動作統整能力。最後,本研究的結論也分別從幼兒早期書寫發展理論與不同研究方法的取徑等面向進行說明,並且提出對於課程設計與未來研究的相關建議。
    ;The present study investigated children’s early character writing develpemnt which included written language knowledge and character writing performance, and its influential factors which included children’s physiologic, cognitive and home literacy environment factors. Previous studies collected children’s writing or drawing products and found that in the process of writing development, children showed early writing development and various writing forms. The present study extends the existing early writing studies to consider different influential factors and the features of Chinese writing system. The participants included 79 kindergarteners and 79 preschoolers from four schools in Taiwan. Children’s written language knowledge was collected through interviews and their character writing performance was measured by several writing tasks, such as name writing, assigned character writing, free character writing, and a copy character task. The participants also received tests to measure other cognitive abilities, including Chinese character recognition, Visual Perception of Chinese Characters, The Beery-Buktenica Developmental Test of Visual-Motor Integration and memory span tests. The parents of participants completed a questionnaire regarding the home literacy environment for children’s literacy development.
    The results indicated that 1) the data of written language knowledge showed the children could distinguish the differences of print and written language system as the increase of age and they could use different representations to present the two systems based on their literacy experience;2) the age and visual-motor integration significantly affect handwriting performance and character writing quality; and the gender only significantly affects character writing quality; 3) The exploratory factor analysis identified four factors which related to children’s character writing performance: cognitive abilities, writing readiness, children’s emergent literacy performance and home literacy environment. Hierarchical regression analysis showed that children’s cognitive abilities explained 30.7% of the variance in children’s handwriting performance, and the handwriting readiness explain 25.2% of the variance in children character writing quality.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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